A METHODOLOGICAL MODEL FOR DEVELOPING SPEECH SKILLS IN SCHOOL TEACHERS IN THE CONTEXT OF UZBEK-RUSSIAN BILINGUALISM

Abstract

The article examines the problem of designing a methodological model for developing speech skills among teachers of general education schools who carry out their professional activity in the context of Uzbek-Russian bilingualism. The relevance of the study is determined by the need to improve the quality of teachers’ professional pedagogical speech and their ability to organize educational communication effectively in a multilingual educational environment. Particular attention is paid to the structural components of the model: the target, theoretical and methodological, content-related, procedural and technological, and diagnostic and result-oriented components. It is substantiated that the development of speech skills in a bilingual teacher should not be implemented as the isolated improvement of language abilities, but as the comprehensive enhancement of professional communicative competence, including normativity, accuracy, logical coherence, methodological appropriateness, and communicative adaptability of Russian speech. The proposed model is oriented toward the diagnosis of speech difficulties, the prevention of interference errors, the development of oral and written professional speech, and the formation of teachers’ ability to consciously select speech means depending on the pedagogical situation.

Keywords

Uzbek-Russian bilingualism, speech skills, general education school teacher, methodological model, professional communicative competence, interference, bilingual educational environment.